US10168729B1 - Apparatus and system for teaching calculation skills - Google Patents

Apparatus and system for teaching calculation skills Download PDF

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Publication number
US10168729B1
US10168729B1 US15/821,792 US201715821792A US10168729B1 US 10168729 B1 US10168729 B1 US 10168729B1 US 201715821792 A US201715821792 A US 201715821792A US 10168729 B1 US10168729 B1 US 10168729B1
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Prior art keywords
cells
beads
server
communication unit
processing unit
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Iurii Oleksandrovych Novosolov
Oleksandr Novosolov
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Novosolov Iurii Oleksandrovych
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Priority to US15/821,792 priority Critical patent/US10168729B1/en
Assigned to NOVOSOLOV, IURII OLEKSANDROVYCH reassignment NOVOSOLOV, IURII OLEKSANDROVYCH ASSIGNMENT OF ASSIGNORS INTEREST (SEE DOCUMENT FOR DETAILS). Assignors: NOVOSOLOV, OLEKSANDR
Priority to CN201880012989.4A priority patent/CN110325943A/zh
Priority to UAA201908392A priority patent/UA127434C2/ru
Priority to JP2020517435A priority patent/JP7072647B2/ja
Priority to RU2020114654A priority patent/RU2744238C1/ru
Priority to PCT/IB2018/058634 priority patent/WO2019102285A1/en
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    • G—PHYSICS
    • G06—COMPUTING; CALCULATING OR COUNTING
    • G06C—DIGITAL COMPUTERS IN WHICH ALL THE COMPUTATION IS EFFECTED MECHANICALLY
    • G06C1/00—Computing aids in which the computing members form at least part of the displayed result and are manipulated directly by hand, e.g. abacuses or pocket adding devices
    • G—PHYSICS
    • G06—COMPUTING; CALCULATING OR COUNTING
    • G06C—DIGITAL COMPUTERS IN WHICH ALL THE COMPUTATION IS EFFECTED MECHANICALLY
    • G06C15/00—Computing mechanisms; Actuating devices therefor
    • G06C15/04—Adding or subtracting devices
    • G—PHYSICS
    • G09—EDUCATION; CRYPTOGRAPHY; DISPLAY; ADVERTISING; SEALS
    • G09B—EDUCATIONAL OR DEMONSTRATION APPLIANCES; APPLIANCES FOR TEACHING, OR COMMUNICATING WITH, THE BLIND, DEAF OR MUTE; MODELS; PLANETARIA; GLOBES; MAPS; DIAGRAMS
    • G09B19/00—Teaching not covered by other main groups of this subclass
    • G09B19/02—Counting; Calculating
    • G09B19/025—Counting; Calculating with electrically operated apparatus or devices
    • G—PHYSICS
    • G09—EDUCATION; CRYPTOGRAPHY; DISPLAY; ADVERTISING; SEALS
    • G09B—EDUCATIONAL OR DEMONSTRATION APPLIANCES; APPLIANCES FOR TEACHING, OR COMMUNICATING WITH, THE BLIND, DEAF OR MUTE; MODELS; PLANETARIA; GLOBES; MAPS; DIAGRAMS
    • G09B5/00—Electrically-operated educational appliances
    • G09B5/02—Electrically-operated educational appliances with visual presentation of the material to be studied, e.g. using film strip

Definitions

  • This application relates generally to the field of mathematical training devices and more particularly to a system for teaching calculations skills using an electronic abacus.
  • An abacus is known as a mechanical computing device, which is used to perform basic numerical calculation of addition, subtraction, multiplication, and division.
  • Different types of abacuses have been used for calculations for many centuries.
  • some abacuses for example, the Japanese soroban
  • Abacuses can be also used as a tool for teaching and developing calculation skills in children and adults, especially mental calculation skills. Students can be first taught to use an abacus to perform arithmetical calculations. Then the students can be trained to imagine the abacus and mentally manipulate images of the abacus to perform the arithmetical calculations.
  • Some existing systems for teaching calculation skills using an abacus include electric or electronic abacuses connected to a computer for checking the results of calculations.
  • Other known systems for training include online applications that may simulate calculations using an abacus.
  • the existing abacus based training systems have some disadvantages related to solving a mathematical problem with multiple operations.
  • One of the disadvantages is the difficulty of determining the exact operation or step at which a mistake is made while performing multiple operations.
  • Another disadvantage, entailed by the first one is that when the student makes a mistake in at least one of the multiple operations of low level complexity, he/she may arrive at an operation that requires knowledge of an operation of a high level of complexity.
  • Yet another disadvantage is that the existing training systems are not suitable to be used in group training because they do not allow to provide mathematical problems to the students with different skills.
  • an apparatus for teaching calculation skills may include a plurality of beads.
  • the apparatus may further include a set of columns. Each of the columns can include a predetermined number of cells. Each of the cells can be configured to be occupied by one of the beads.
  • the apparatus may include a communication unit for communicating with a server.
  • the apparatus may further include a set of sensors configured to determine occupations of the cells by the beads.
  • the apparatus may further include a processing unit electronically coupled to the set of sensors.
  • the processing unit may be configured to receive, from the server, via the communication unit, at least one array of integer numbers. Each of the integer numbers may represent an intermediate result of solving of a sequence of mathematical operations. The sequence of mathematical operations can be displayed to a user.
  • the processing unit can be further configured to wait a pre-determined time to allow a user to move the beads to solve a current operation from the sequence of mathematical operations.
  • the processing unit can be further configured to determine, via the set of sensors, whether cells are occupied by the beads.
  • the processing unit can be further configured to translate the occupied cells into a check number.
  • the processing unit can be further configured to compare the check number to the current number to determine whether the current operation is solved correctly.
  • the sensors are infrared detectors, with each of the infrared detectors being located within one of the cells.
  • the communication unit is a wireless communication unit.
  • the beads are made from a semitransparent material.
  • the apparatus may further include a set of light source units communicatively coupled to the processing unit, with each of the light source units locating within one of the cells.
  • the light source units are light-emitting diodes.
  • the processing unit can be further configured to determine, based on the check number and the current number, that a first subset of the cells is incorrectly occupied by the beads.
  • the processing unit can be further configured to light the light source units corresponding to the first subset of the cells by a color (for example, by a red color).
  • the processing unit can be further configured to determine, based on the current number, that a second subset of the cells is to be occupied by the beads to obtain the current number.
  • the processing unit can be further configured to light the light source units corresponding to the second subset of columns by a color (for example, by a green color).
  • the processing unit is further configured to receive, via the communication unit, the pre-determined time from the server.
  • a system for teaching calculation skills may include a server configured at least to store a set of mathematical problems.
  • the system may include at least one electronic abacus for solving the mathematical problems.
  • the at least one electronic abacus may include a plurality of beads and a set of columns, with each of the columns including a predetermined number of cells. Each of the cells can be configured to be occupied by one of the beads.
  • the at least one electronic abacus may further include a communication unit for communicating with the server via a data network.
  • the at least one electronic abacus may further include a set of sensors configured to determine whether the cells are occupied by the beads.
  • the at least one electronic abacus may further include a processing unit electronically coupled to the set of sensors and the set of light source units.
  • the processing unit can be configured to receive, via the communication unit from the server, at least one array of integer numbers.
  • Each of the integer numbers may represent an intermediate result of solving of a sequence of mathematical operations.
  • the sequence of the mathematical operations may represent one of the mathematical problems.
  • the sequence of mathematical operations can be displayed to a user.
  • the processing unit can be further configured to wait for a pre-determined time to allow a user to move the beads to solve a current operation from the sequence of mathematical operations.
  • the processing unit can be configured to determine, via the set of sensors, occupation of the cells by the beads.
  • the processing unit can be configured to translate the occupation of cells into a check number.
  • the processing unit can be configured to compare the check number to the current number to determine whether the current operation is solved correctly.
  • the system may further include a computing device.
  • the computing device may include at least a graphical display system and a device communication unit for communicating with the server via the data network.
  • the computing device can be configured to receive, via the device communication unit, the sequence of the mathematical operations representing one of the mathematical problems.
  • the computing device can be configured to display, via the graphical display system, the sequence of the mathematical operations.
  • the at least one electronic abacus further may include a set of light source units communicatively coupled to the processing unit.
  • Each of the light source units can be located within one of the cells.
  • the processing unit can be further configured to determine, based on the check number and the current number, that a first subset of the cells is incorrectly occupied by the beads.
  • the processing unit can be further configured to light the light source units corresponding to the first subset of the cells by a color.
  • the processing unit can be further configured to determine, based on the check number and the current number, a second subset of the cells is to be occupied by the beads to obtain the current number.
  • the processing unit can be further configured to light the light source units corresponding to the second subset of columns by a color.
  • the processing unit can be further configured to send, via the communication unit, a registration message to the server, with the registration message including at least an identifier of the at least one electronic abacus.
  • the processing unit can be further configured to synchronize, via the communication unit, a time associated with the at least one electronic abacus with a time of the server.
  • the computing device can be configured to send, via a device communication channel, a further registration message to the server.
  • the computing device can be further configured to synchronize, via the device communication unit, a time associated with the computing device with the time of the server.
  • the processing unit can be further configured to track and store errors and times of solving of a sequence of mathematical operations.
  • the processing unit can be further configured to send, via the communication unit, the errors and times of solving of the at least one of the mathematical problems to the server.
  • FIG. 1A shows an environment within which a system for teaching of calculation skills using an electronic abacus can be implemented, according to one example embodiment
  • FIG. 1B shows an environment within which a system for teaching of calculation skills using an electronic abacus can be implemented, according to another example embodiment.
  • FIG. 1C shows an environment within which a system for teaching of calculation skills using an electronic abacus can be implemented, according to yet another example embodiment.
  • FIG. 2 is a front right view of an electronic abacus, according to some example embodiments.
  • FIG. 3 is schematic showing states of a cell of an electronic abacus, according to some example embodiments.
  • FIG. 4 shows a simplified electronic scheme of an electronic abacus, according to an example embodiment.
  • FIGS. 5-6 are flow charts showing steps of a method for teaching of calculation skills using an electronic abacus, according to an example embodiment.
  • FIG. 7 shows a diagrammatic representation of a computing device for a machine, within which a set of instructions for causing the machine to perform any one or more of the methodologies discussed herein, can be executed.
  • the techniques of the embodiments disclosed herein may be implemented using a variety of technologies.
  • the methods described herein may be implemented in software executing on a computer system or in hardware utilizing either a combination of microprocessors or other specially designed application-specific integrated circuits, programmable logic devices, or various combinations thereof.
  • methods disclosed herein can be implemented partially by a computer (e.g., a desktop computer, a tablet computer, a laptop computer), a cellular phone, a smart phone, a smart television system, and so forth.
  • Embodiments of the present disclosure are directed to mathematical training.
  • An apparatus and a system for teaching calculation skills as described herein may be a tool for developing skills of mental calculation of children and adults. More specifically, the system may help students to perform arithmetical operations using an electronic abacus. The system may further facilitate education of students in groups while adjusting training exercises to each individual student based on skills of the student.
  • An example system for training of calculation skills may include a server and at least one electronic abacus.
  • the server can be configured at least to store a set of mathematical problems.
  • the at least one electronic abacus may include a plurality of beads and a set of columns. Each of the columns may include a predetermined number of cells. Each of the cells can be configured to be occupied by one of the beads.
  • the at least one electronic abacus may further include a communication unit for communicating with the server.
  • the at least one electronic abacus may further include a set of sensors configured to determine occupation of the cells by the beads.
  • the at least one electronic abacus may further include a processing unit electronically coupled to the set of sensors.
  • the processing unit can be configured to receive, via the communication unit from the server, at least one array of integer numbers, with each of the integer numbers representing an intermediate result of solving of a sequence of mathematical operations.
  • the sequence of mathematical operations can be displayed to a user.
  • the processing unit can be configured to wait for the time interval to allow the user to move the beads to solve a current operation from the sequence of mathematical operations.
  • the processing unit can be further configured to determine, via the set of sensors, occupations of the cells by the beads.
  • the processing unit can be further configured to translate the occupation of cells to a check number.
  • the processing unit can be configured to compare the check number and the current number to determine whether the current operation is solved correctly.
  • FIG. 1A illustrates an environment 100 A within which a system for teaching calculation skills can be implemented, according to an example embodiment.
  • the environment 100 A may include an electronic abacus 110 , a user 120 , and a computing device 140 .
  • the computing device 140 may include a television set, a personal computer (PC), a laptop, a smartphone, a tablet PC, a personal wearable device, and so forth.
  • the computing device 140 may include a graphical display system 160 .
  • the computing device 140 can be collocated in the same place (a room, a class, and so forth) with the electronic abacus 110 .
  • the electronic abacus can be configured to receive, for example from the computing device 140 , at least one mathematical problem.
  • the mathematical problem may include a sequence of mathematical operations.
  • the sequence of mathematical operations can be displayed on graphical display system 160 to the user 120 .
  • the electronic abacus 110 may include an audio device for playing back an audio message.
  • the message may include a spoken recording of a text including the mathematical problem(s).
  • the user 120 may operate the electronic abacus 110 to solve the mathematical problem by steps, with each step including a single mathematical operation.
  • the user 120 can be given a time interval to perform a single mathematical operation using the electronic abacus 110 .
  • the electronic abacus 110 can be configured to wait until the user 120 moves the beads.
  • the electronic abacus 110 can be configured to check whether the user correctly solves the mathematical problem at each step. In certain embodiments, the electronic abacus 110 can be configured to warn the user 120 if a step of a mathematical problem (a single mathematical operation) is solved incorrectly or a time for performing the operation is passed. In this case, in certain embodiments, the electronic abacus 110 may be configured to prompt the user 120 with which manipulations should be done to solve the step correctly. In some embodiments, the electronic abacus 110 can be configured to play a sound if the step of a mathematical problem is solved incorrectly. In other embodiments, the electronic abacus 110 can be configured to vibrate if the step of mathematical problem is solved incorrectly.
  • the electronic abacus 110 may be configured to use light indicators if the step of mathematical problem is solved incorrectly. Similarly, in some embodiments, the electronic abacus 110 may be configured to notify the user 120 that the step of the mathematical problem is solved correctly by playing a sound, vibrating, and/or lighting up the light indicators. Different sounds, different types of vibration, and different colors for the lighting the light indicators can be used for notifying that the step has been solved incorrectly and notifying that the step has been solved correctly.
  • the electronic abacus 110 may be further configured to determine times which the user 120 spends to correctly perform mathematical operations of the mathematical problem(s) using the electronic abacus 110 . In some embodiments, the electronic abacus 110 may be configured to store records of errors of the user 120 solving the mathematical problem(s) and times the user spent to solve the mathematical problem(s).
  • FIG. 1B illustrates an environment 100 B within which a system for teaching calculation skills can be implemented, according to another example embodiment.
  • the environment 100 B may include one or more electronic abacus(es) 110 , one or more user(s) 120 , a server 130 , a computing device 140 , and a data network 150 .
  • the data network 150 may include the Internet, a computing cloud, and any other network capable of communicating data between devices. Suitable networks may include or interface with any one or more of, for instance, a local intranet, a Personal Area Network, a Local Area Network, a Wide Area Network, a Metropolitan Area Network, a virtual private network, a storage area network, a frame relay connection, an Advanced Intelligent Network connection, a synchronous optical network connection, and the like.
  • communications may also include links to any of a variety of wireless networks, including Wireless Application Protocol, General Packet Radio Service, Global System for Mobile Communication, Code Division Multiple Access or Time Division Multiple Access, cellular phone networks, Global Positioning System, cellular digital packet data, Research in Motion, Limited duplex paging network, Bluetooth radio, or an IEEE 802.11-based radio frequency network.
  • the data network can further include or interface with any one or more of Recommended Standard 232 (RS-232) serial connection, an IEEE-1394 (FireWire) connection, a Fiber Channel connection, an IrDA (infrared) port, a Small Computer Systems Interface connection, a Universal Serial Bus connection or other wired or wireless, digital or analog interface or connection, mesh or Digi® networking.
  • RS-232 Recommended Standard 232
  • IEEE-1394 FireWire
  • IrDA infrared
  • the server 130 can include computing resources (hardware and software) available at a remote location and accessible over the data network 150 .
  • the server 130 can be communicatively coupled to one or multiple electronic abacus(es) 110 via the data network 150 .
  • each of the electronic abacus(es) 110 can be assigned individual identifier(s).
  • the server 130 may be configured to receive the individual identifier(s) and differentiate the electronic abacus(es) 110 based on the individual identifier(s).
  • the server 130 can be shared by multiple user(s) 120 .
  • the server 130 may include one or more server farms/clusters including a collection of computer servers that can be co-located with network switches and/or routers.
  • the server 130 may be configured at least to store mathematical problem(s) for solving by the user(s) 120 using the electronic abacus(es) 110 .
  • the mathematical problem(s) may include one or more mathematical operations, wherein each of the mathematical operations includes an addition, subtraction, multiplication, or division of integer numbers.
  • the mathematical problem(s) can be divided by themes and complexity levels.
  • the server 130 can be further configured to send the mathematical problem(s) to the electronic abacus 110 .
  • the electronic abacus(es) can be configured to receive the mathematical problem(s) from the server 130 .
  • the server 130 can be communicatively coupled to the computing device 140 .
  • the server 130 can be configured to determine that the electronic abacus(es) 110 and the computing device 140 are located within the same place based on parameters of the data network 150 .
  • the server 130 can be configured to determine that the computing device 140 and the electronic abacus(es) 110 are connected to the data network 150 via the same Wi-FiTM router.
  • the server 130 can be further configured to send the mathematical problem(s) concurrently to one or more electronic abacus(es) 110 and the computing device 140 .
  • the computing device 140 can be further configured to present, by the graphical display system 160 , the mathematical problem(s) currently being offered to be solved to the user(s) 120 using the electronic abacus(es) 110 .
  • the mathematical problem(s) can be displayed by a single mathematical operation per time. Each mathematical operation can be displayed for a pre-determined time.
  • the electronic abacus(es) 110 can be further configured to track and store times of solving mathematical problem(s) and errors of solving the mathematical problem(s). After finishing a teaching session (for example, after solving a set of mathematical problem(s)), the electronic abacus(es) 110 can be configured to send the information regarding the times of solving and errors of solving to the server 130 .
  • the server 130 may be further configured to store profile(s) of the user(s) 120 .
  • the profile(s) may include mathematical problem(s) the user(s) 120 solved with the electronic abacus 110 , times the user(s) 120 spent on solving the mathematical problems, and errors the user(s) 120 made while solving the mathematical problem(s).
  • the server 130 may be further configured to provide statistics on solving the mathematical problem(s) by different user(s) 120 to authorized users. For example, the user(s) 120 may review, using an application running on the server, the results of training, score(s) of training, and the user(s) standing in a table of scores of the user(s) 120 .
  • FIG. 1C illustrates an environment 100 C within which a system for teaching calculation skills can be implemented, according to yet another example embodiment.
  • the environment 100 C may include one or more electronic abacus(es) 110 , one or more user(s) 120 , a server 130 , computing device(s) 140 with graphical system interface 160 , and a data network 150 , as described in FIG. 1C .
  • the one or more electronic abacus(es) 110 , one or more users(s) 120 , and computing device(s) 140 are divided in groups 190 .
  • the groups 190 can be located at different geographical locations.
  • electronic abacus(es) 110 and computing devices 140 can be configured to be registered and synchronized with the server 130 .
  • the computing device(s) 140 can be further configured to display a world time and the mathematical problem(s) for all groups 190 .
  • the users of groups 190 can solve the mathematical problem(s) within the same time period.
  • the users of different groups 120 can solve the mathematical problem(s) independently of each other during different time periods.
  • FIG. 2 is a top view of an example electronic abacus 110 , according to some example embodiments.
  • the electronic abacus 110 may include a body 205 , rods 210 , and beads 215 .
  • the shape of the body 205 may include troughs for placement of the rods 210 and beads 215 .
  • the beads 215 can be divided in columns 220 .
  • the beads 215 may be allowed to be movable along the rods 210 to occupy cells 225 .
  • each of the columns 220 includes 7 cells, which are further divided in two sections.
  • the first section includes 2 cells that can be occupied by one of the beads 215 .
  • the second section includes five cells that can be occupied by four of the beads 215 . It should be noted, that technology for teaching calculations skills described herein can be also used for abacuses with other configurations of columns, cells, and beads.
  • Each of the cells 225 may include a sensor for detecting if a bead 215 occupies a cell 225 .
  • the sensor may include an infrared (IR) detector 235
  • the cells 225 may also include (IR) light-emitting diode (LED) 230 .
  • the IR detector 235 can be used to detect if a bead 215 occupies a cell 225 .
  • the cell can be assigned with value 1.
  • the IR detector 235 does not sense IR light reflected from a bead
  • the cell 225 can be assigned with value 0.
  • each of the cells 225 may further include light source unit 240 (for example, an LED).
  • the light source unit may be configured to light one or more colors based on light data.
  • the colors may include at least a green color and a red color.
  • the electronic abacus 110 may further include LED indicators 245 , a power button 250 , power connector 255 , and a universal serial bus (USB) port 260 .
  • the electronic abacus 110 may include additional or other components, for example, speakers, an audio output port, and a vibration device.
  • FIG. 4 is a simplified scheme of an electronic board 400 of the electronic abacus 110 , according to an example embodiment.
  • the electronic board 400 may include a demultiplexer 410 , a controller 420 , a rechargeable battery 430 , a wireless communication unit 440 , and an USB port 260 .
  • the controller 420 may be implemented as a hardware utilizing either a combination of microprocessor(s), specially designed application-specific integrated circuits (ASICs), programmable logic devices, or system on chip (SoC) configured to run an operation system and various applications of electronic abacus 110 .
  • the controller 420 may include a storage medium to store application data and instructions to be executable by the microprocessor(s).
  • the demultiplexer 410 can be configured to select one of the N columns 220 , so the controller 420 may be configured to read the data from IR detectors 235 and set light data for light source units 240 in cells of the selected column.
  • the USB port 260 can be used to program the controller 420 .
  • the controller 420 can be configured to receive data from the server 130 via the wireless communication unit 420 .
  • the number X may represent a correct intermediate result after performing a current mathematical operation of a mathematical problem currently offered to the user 120 .
  • the controller 420 may be configured to use number X to check if the current operation is performed correctly after the user 120 moves the beads.
  • the controller 420 may be configured to wait for a time interval within which the user 120 is allowed to move beads of the electronic abacus to perform the current mathematical operation of the mathematical problem. In certain embodiments, the time interval can also be received by the controller 420 from the server 130 .
  • the controller 420 can be further configured to read the data from a sensor (for example, IR detectors 235 of cells 225 of columns 220 , starting from the first column and ending with last column N).
  • the data from IR detectors from cells 225 of the columns 220 represent binary numbers.
  • the controller 420 can be further configured to convert the binary numbers to an integer number Y of length N.
  • the integer number Y may represent an answer to the current mathematical operation of the mathematical problem(s).
  • the controller 420 can be further configured to compare the integer number Y to number X. If the number Y is equal to number X, then the controller 420 can be configured to determine that the answer is right. If the number Y is not equal to number X, then the controller 420 can be configured to determine that the answer is wrong.
  • the controller 420 can be further configured to determine a first set of cells, wherein the beads are to be located for the right answer.
  • the controller 420 may be further configured to light the light source units 240 of the first set of cells.
  • the light source units 240 of the first set of cells can be configured to light with a green color by setting appropriate light data.
  • the controller 420 can be further configured to determine a second set of cells, which are incorrectly occupied with the beads, so these beads should be moved out of the cells of the second set to get the right answer.
  • the controller 420 may be further configured to light the light source units 240 of cells in the second set. In some embodiments, these light source units can be configured to light with a right color by setting appropriate light data.
  • the controller 420 can be further configured to wait until the user 120 moves the beads.
  • the controller 420 can be further configured to check the answer and light the proper light source units in cells until the user 120 moves the beads to the cells that should be occupied to receive the right answer.
  • FIG. 5 is a flow chart illustrating a method 500 for teaching calculation skills using an electronic abacus, in accordance with certain example embodiments of the present disclosure.
  • the method 500 can be implemented in environment 100 B shown in FIG. 1B .
  • the method 500 may commence in block 502 with providing a server configured at least to store a set of mathematical problems.
  • Each mathematical problem may include a sequence of mathematical operations of addition, subtraction, multiplication, and division.
  • the mathematical problems can be divided in themes by complexity levels.
  • the method 500 may include providing at least one electronic abacus.
  • the at least one electronic abacus may include a plurality of beads.
  • the electronic abacus may further include a set of columns, with each of the columns including a predetermined number of cells. Each of the cells can be configured to be occupied by one of the beads.
  • the electronic abacus may further include a communication unit for communicating with the server via a data network.
  • the electronic abacus may further include a set of sensors configured to determine occupation of the cells by the beads.
  • the electronic abacus may further include a set of light source units, with each of the light source unit being located within one of the cells.
  • the electronic abacus may further include a processing unit electronically coupled to the set of sensors and the set of light source units.
  • the method 500 may include receiving, by the processing unit via the communication unit, at least one array of integer numbers.
  • Each integer of integer numbers represents an intermediate result of solving a sequence of mathematical operations.
  • the sequence “4,” “+5,” “+1,” and “ ⁇ 3” can be represented by an array ⁇ 4, 9, 10, 7 ⁇ .
  • the sequence of mathematical operations can be concurrently displayed to a user of the electronic abacus. For a current number of the array of integer numbers, starting from the first, operations in blocks 508 - 514 of the method 500 can be performed.
  • the method 500 may include waiting, by the processing unit, for a pre-determined time interval to allow the user to move the beads to solve the current operation from the sequence of the mathematical operations.
  • the method may include 500 determining, by the processing unit and via the set of sensors, occupation of the cells by the beads.
  • the method 500 may include translating, by the processing unit, the occupation of cells to a check number.
  • the method may include comparing, by the processing unit, the check number to the current number in the array to determine whether the current operation is solved correctly.
  • FIG. 6 is a flow chart illustrating a method 600 for training calculations skills using an electronic abacus, in accordance with certain embodiments.
  • the method 600 may provide additional steps of the method 500 of FIG. 5 .
  • the method 600 may include determining, by the processing unit of the electronic abacus and based on the check number and the current number, a first subset of the cells being incorrectly occupied by the beads.
  • the method 600 may include lighting, by the processing unit of the electronic abacus, the light source units corresponding to the first subset of the cells (for example, by a red color).
  • the method 600 may include determining, by the processing unit of the electronic abacus and based on the current number, a second subset of the cells are to be occupied by the beads to obtain the current number.
  • the method 600 may include lighting, by the processing unit, the light source units corresponding to the second subset of cells (for example, by a green color).
  • FIG. 7 shows a diagrammatic representation of a computing device for a machine in the exemplary electronic form of a computer system 700 , within which a set of instructions for causing the machine to perform any one or more of the methodologies discussed herein can be executed.
  • the machine operates as a standalone device or can be connected (e.g., networked) to other machines.
  • the machine can operate in the capacity of a server or a client machine in a server-client network environment, or as a peer machine in a peer-to-peer (or distributed) network environment.
  • the machine can be a PC, a tablet PC, a set-top box, a cellular telephone, a digital camera, a portable music player (e.g., a portable hard drive audio device, such as an Moving Picture Experts Group Audio Layer 3 (MP3) player), a web appliance, a network router, a switch, a bridge, or any machine capable of executing a set of instructions (sequential or otherwise) that specify actions to be taken by that machine.
  • MP3 Moving Picture Experts Group Audio Layer 3
  • a web appliance e.g., a web appliance, a network router, a switch, a bridge, or any machine capable of executing a set of instructions (sequential or otherwise) that specify actions to be taken by that machine.
  • MP3 Moving Picture Experts Group Audio Layer 3
  • machine shall also be taken to include any collection of machines that individually or jointly execute a set (or multiple sets) of instructions to perform any one or more of the methodologies discussed herein.
  • the computer system 700 may include a processor or multiple processors 702 , a hard disk drive 704 , a main memory 706 , and a static memory 708 , which communicate with each other via a bus 710 .
  • the computer system 700 may also include a network interface device 712 .
  • the hard disk drive 704 may include a computer-readable medium 720 , which stores one or more sets of instructions 722 embodying or utilized by any one or more of the methodologies or functions described herein.
  • the instructions 722 can also reside, completely or at least partially, within the main memory 706 and/or within the processors 702 during execution thereof by the computer system 700 .
  • the main memory 706 and the processors 702 also constitute machine-readable media.
  • While the computer-readable medium 720 is shown in an exemplary embodiment to be a single medium, the term “computer-readable medium” should be taken to include single medium or multiple media (e.g., a centralized or distributed database, and/or associated caches and servers) that store the one or more sets of instructions.
  • the term “computer-readable medium” shall also be taken to include any medium that is capable of storing, encoding, or carrying a set of instructions for execution by the machine and that causes the machine to perform any one or more of the methodologies of the present application, or that is capable of storing, encoding, or carrying data structures utilized by or associated with such a set of instructions.
  • the term “computer-readable medium” shall accordingly be taken to include, but not be limited to, solid-state memories, optical and magnetic media. Such media can also include, without limitation, hard disks, floppy disks, NAND or NOR flash memory, digital video disks, Random Access Memory, Read-Only Memory, and the like.
  • the example embodiments described herein may be implemented in an operating environment comprising software installed on a computer, in hardware, or in a combination of software and hardware.
  • the computer system 700 may be implemented as a cloud-based computing environment, such as a virtual machine operating within a computing cloud.
  • the computer system 700 may itself include a cloud-based computing environment, where the functionalities of the computer system 700 are executed in a distributed fashion.
  • the computer system 700 when configured as a computing cloud, may include pluralities of computing devices in various forms, as will be described in greater detail below.
  • a cloud-based computing environment is a resource that typically combines the computational power of a large grouping of processors (such as within web servers) and/or that combines the storage capacity of a large grouping of computer memories or storage devices.
  • Systems that provide cloud-based resources may be utilized exclusively by their owners or such systems may be accessible to outside users who deploy applications within the computing infrastructure to obtain the benefit of large computational or storage resources.
  • the cloud may be formed, for example, by a network of web servers that comprise a plurality of computing devices, such as the computer system 700 , with each server (or at least a plurality thereof) providing processor and/or storage resources.
  • These servers may manage workloads provided by multiple users (e.g., cloud resource customers or other users).
  • each user places workload demands upon the cloud that vary in real-time, sometimes dramatically. The nature and extent of these variations typically depends on the type of business associated with the user.

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US15/821,792 US10168729B1 (en) 2017-11-23 2017-11-23 Apparatus and system for teaching calculation skills
CN201880012989.4A CN110325943A (zh) 2017-11-23 2018-11-02 用于教授计算技能的装置及系统
UAA201908392A UA127434C2 (ru) 2017-11-23 2018-11-02 Устройство и система для обучения навыкам вычислений
JP2020517435A JP7072647B2 (ja) 2017-11-23 2018-11-02 計算技術を教えるための装置及びシステム
RU2020114654A RU2744238C1 (ru) 2017-11-23 2018-11-02 Устройство и система для обучения навыкам вычислений
PCT/IB2018/058634 WO2019102285A1 (en) 2017-11-23 2018-11-02 Apparatus and system for teaching calculation skills

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